University of Leuven, Leuven, Belgium.
Health Educ Behav. 2012 Aug;39(4):474-85. doi: 10.1177/1090198111419202. Epub 2011 Oct 10.
The aim of this meta-analysis was to evaluate the effectiveness of psychoeducational interventions in reducing stress and to gain more insight in determining features moderating the magnitude of effects. Relevant studies were selected from 1990 to 2010 and were included according to predetermined criteria. For each study, the standardized mean difference was calculated for the outcome measure primarily related to stress. Nineteen studies met the inclusion criteria; for 16 studies, a standardized mean difference could be calculated. The average effect size was .27 (95% confidence interval = [.14, .40]) at posttest and .20 (95% confidence interval = [-.04, .43]) at follow-up. To determine possible moderators of intervention effects, all 19 studies were included. Only interventions that were shorter in duration provided better results. When a model with multiple moderators was considered, a model combining both intervention duration and the number of women in an intervention was significant and accounted for 42% of the variability found in the data set. Specifically, interventions with more women that were shorter in duration obtained better results.
本荟萃分析的目的在于评估心理教育干预对减轻压力的有效性，并深入了解影响效果大小的调节特征。从 1990 年到 2010 年，选择了相关研究，并根据预定标准进行了纳入。对于每项研究，主要与压力相关的结果测量计算了标准化均数差。19 项研究符合纳入标准；其中 16 项研究可以计算标准化均数差。在干预后，平均效应大小为.27（95%置信区间=[.14，.40]），在随访时为.20（95%置信区间=[-.04，.43]）。为了确定干预效果的可能调节因素，纳入了所有 19 项研究。只有持续时间较短的干预才能提供更好的结果。当考虑具有多个调节因素的模型时，一个结合干预持续时间和干预中女性人数的模型具有统计学意义，占数据集变异性的 42%。具体而言，持续时间较短且女性人数较多的干预效果更好。
